The first data from the comparative analysis of the results on TIMSS-2011 and PISA-2012 tests, administrated to the same sample of

Russian students

Dr. Yulia Tumeneva, Senior Researcher, Laboratory for analysis of educational police HSE

Alena Valdman, student on «Measurements in psychology and education» master program HSE

TIM

SS

PISA

Research question

How knowledge and skills measured in TIMSS associate with the skills measured

in PISA?

Sample TIMSS-2011: 4893 pupils from 229 classes(49,3% girls and 50,7% boys)

Sample PISA-2012: 4399 pupils from 229 classes (49,6% girls and 50,4% boys)

Russian sample (TIMSS-2011/PISA-2012)

Strategy of analysis

• Divide TIMSS classes into 6 groups from the top performers to poor performers

• Pick up 10 and 20 hardest PISA items• Check what is the percent of the ten (and 20)

hardest PISA items each TIMSS group did correctly

229 classes in TIMSS

How have we divided the sample?

35 classes15,3%

39 classes17,0%

39 classes17,0%

39 classes17,0%

38 classes16,6%

The classes have highest PVs math The classes have lowest PVs math

1 2 3 4 5

39 classes17,0%

6

One-Parameter Rasch Model (Partial-Сredit )

The difficulty of each tasks in the PISA in logits

Selection of 10 (20) of the most difficult tasks PISA(highest logits)

Hardest items PISA. How to reach them?

Results: mathematics

Only highly developed “TIMSS” skills differentiate success in PISA

№ group Algebra Data and chance Number Geometry1 17,76 17,89 18,31 18,202 10,84 9,91 10,28 11,233 7,07 6,80 7,45 6,72

4 7,41 6,28 7,11 7,67

5 6,17 7,12 5,73 5,47

6 2,84 3,43 3,08 3,17

% correct items of 10 hardest items in each group

Results: content domains

The same situation.

№ group Knowing Applying Reasoning

1 18,82 18,03 18,252 9,85 10,10 10,643 6,97 8,04 7,454 5,95 5,40 6,50

5 7,44 7,51 6,21

6 2,88 2,87 3,07

% correct items of 10 hardest items in each group

Results: cognitive domains

The same situation.

What we talk about when we talk about hardest PISA items

• To associate information presented in different ways

• To keep relationships between things (or concepts) through time

• To use information from one domain to solve a problem in another domain

• To model relationships and changes mathematically

Some preliminary conclusions

In terms of PISA and TIMSS tests we can say that “TIMSS” skills very weakly differentiate “PISA” skills. Factually only highest level of mastery of TIMSS skills enable success in PISA BUT! We can consider TIMSS skills as mastery of subject content; PISA skills as ability to transfer knowledge from one domain to another.Then our results mean that only highest level of mastery of subject content enables the meta-domain transition.

Future ways of analysis

• To check these results on individual level• To check how overall TIMSS success can affect

solving the hardest TIMSS items• To specify what TIMSS

domain/items/cognitive process affect success in different PISA domain/items/cognitive process • To define other cognitive abilities, except

subject knowledge, (e.g. analogical thinking) that can affect meta-domain transferring

Questions?Comments?

Suggestions?

Thank you for your attention!

Main references

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